[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-detail-165067-en":3,"doc-seo-165067-105":30,"detail-sidebar-cat-1-en-105":93},{"code":4,"msg":5,"data":6},0,"success",{"doc_id":7,"user_id":8,"nickname":9,"user_avatar":10,"doc_module":11,"category_id":12,"category_name":13,"doc_title":14,"doc_description":15,"doc_content":16,"file_id":17,"file_url":18,"file_type":19,"file_size":20,"view_count":11,"is_deleted":4,"is_public":11,"is_downloadable":11,"audit_status":11,"page_count":21,"language":22,"language_code":23,"site_id":24,"html_lang":23,"table_of_contents":25,"faqs":26,"seo_title":27,"seo_description":15,"update_tm":28,"read_time":29},165067,137451211410,"\tCallum ","https://ap-avatar.wpscdn.com/avatar/2000bb0a9246f588df?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786362646172706240",1,11,"Presentations","Technologies Supporting Curriculum Access for Students with Disabilities","A practical guide for local school personnel on building and maintaining technology supports that improve curriculum access, participation, and progress for students with disabilities. Grounded in the IDEA’97 requirement that students access the general curriculum and participate in accountability systems, it explains how IEP teams analyze current performance, define entry points, and identify accommodations or modifications. It outlines how technology can increase independence, enable meaningful instructional interactions, and convert static materials into flexible digital tools.","Technologies Supporting Curriculum Access for Students with Disabilities\nTeacher Practice\nBy Richard M. Jackson\nPublished: 2004 (Links updated 2009)\nThis document was originally a product of the National Center on Accessing the General Curriculum (NCAC).\nThis version updated and distributed by the AEM Center.\nThe content of this document was developed under a cooperative agreement with the U.S. Department of Education, #H327Z140001. However, this content does not necessarily represent the policy of the U.S. Department of Education and you should not assume endorsement by the Federal Government. Project Officer: Michael Slade, Ed.D.\u000e\nThis work is licensed under a \u0013 HYPERLINK \"http://creativecommons.org/licenses/by-sa/4.0/\" \u0014Creative Commons Attribution-ShareAlike 4.0 International license.\u0015\nJackson, Richard M. (2004). Technologies Supporting Curriculum Access for Students with Disabilities. Wakefield, MA: National Center on Accessing the General Curriculum. (Links updated 2009). Retrieved [insert date] from http://aem.cast.org/about/publications/2004/ncac-curriculum-access-technologies-supporting.html\nTechnologies Supporting Curriculum Access for Students with Disabilities\u0005\nIntroduction\nToday, the education of students with disabilities appears to be “everybody’s business.” In an era of inclusion and collaboration, educators on all levels need information about the myriad ways in which technology can enhance the performance capabilities of these students, facilitate participation in instructional activities, and improve scholastic achievement. This document is intended to provide those who share the responsibility of educating students with disabilities with information critical to building and maintaining technology supports at the local level. Thus, the primary audience for this document is local school personnel. State education agencies, regional resource centers, and technical assistance centers under cooperative agreement with the U.S. Department of Education may also find this document useful in supporting the efforts of local authorities in expanding opportunities for ALL students, including those with disabilities, through technology applications.\nBackground\nThe 1997 amendments to the Individuals with Disabilities Education Act (IDEA’97) stipulate that all students with disabilities must have access to the general curriculum and participate in state and district wide assessment systems intended to measure effective progress. Currently, each state identifies standards in core curriculum domains. Within each state, separate school districts put into operation curriculum resources and instructional practices that are targeted at the attainment of state standards. The general curriculum, however, is not limited to each state’s set of standards in core areas, but also includes the local options that communities build in to augment state frameworks. Therefore, whatever a school system, or school within a system, makes available to non-disabled students must also be offered to students with disabilities.\nEarlier entitlements for students with disabilities focused principally on specialized curriculum and instructional practices (special education) tailored to meet unique needs resulting from the disability. IDEA’97, represents special education as a system of services, supports and ancillary aids enabling students to make effective progress in general education. This law also allows students with disabilities to participate in standards-based reform by prohibiting exclusion from state and district-level accountability systems. Individualized educational programming, as revealed in the IEP for students with disabilities, now begins with an analysis of each student’s current level of performance in the general curriculum. This is in stark contrast to the earlier approach to IEP development, which began with an assessment of each student’s unique needs arising from the disability. Not such a subtle distinction, the new approach ","cbCaiqYb7zej2Y12","https://ap.wps.com/l/cbCaiqYb7zej2Y12","docx",126005,42,"English","en",105,"# Introduction\n# Background\n## IDEA’97 and general curriculum access\n## IEP planning: performance analysis, entry points, accommodations\n# Approach\n## Technology to support independence and participation","[{\"question\":\"Who is the primary audience for this document?\",\"answer\":\"The primary audience is local school personnel responsible for educating students with disabilities. State agencies and technical assistance centers may also find it useful for supporting local efforts.\"},{\"question\":\"How does IDEA’97 change the basis for IEP development mentioned in the document?\",\"answer\":\"The document states that IEP planning begins with analyzing the student’s current level of performance in the general curriculum, rather than starting from an assessment of disability-related unique needs.\"},{\"question\":\"What role does technology play in curriculum access described here?\",\"answer\":\"Technology supports curriculum access, participation, and progress by increasing independence and empowerment, facilitating instructional interactions, and turning static curriculum resources into flexible digital media and tools.\"}]","Technologies Supporting Curriculum Access for Students with Disabilities | DOCX",1788165631,15,{"code":4,"msg":31,"data":32},"ok",{"site_id":24,"language":23,"slug":33,"title":14,"keywords":34,"description":15,"schema_data":35,"social_meta":88,"head_meta":90,"extra_data":92,"updated_unix":28},"technologies-supporting-curriculum-access-for-students-with-disabilities","",{"@graph":36,"@context":87},[37,54,70],{"@type":38,"itemListElement":39},"BreadcrumbList",[40,44,48,51],{"item":41,"name":42,"@type":43,"position":11},"https://docshare.wps.com","Home","ListItem",{"item":45,"name":46,"@type":43,"position":47},"https://docshare.wps.com/template/","Template",2,{"item":49,"name":13,"@type":43,"position":50},"https://docshare.wps.com/template/presentations/",3,{"item":52,"name":14,"@type":43,"position":53},"https://docshare.wps.com/template/technologies-supporting-curriculum-access-for-students-with-disabilities/165067/",4,{"url":52,"name":14,"@type":55,"author":56,"headline":14,"publisher":58,"fileFormat":61,"inLanguage":23,"description":15,"dateModified":62,"datePublished":63,"encodingFormat":61,"isAccessibleForFree":64,"interactionStatistic":65},"DigitalDocument",{"name":9,"@type":57},"Person",{"url":41,"name":59,"@type":60},"DocShare","Organization","application/vnd.openxmlformats-officedocument.wordprocessingml.document","2026-09-05","2026-08-31",true,{"@type":66,"interactionType":67,"userInteractionCount":69},"InteractionCounter",{"@type":68},"ViewAction",6,{"@type":71,"mainEntity":72},"FAQPage",[73,79,83],{"name":74,"@type":75,"acceptedAnswer":76},"Who is the primary audience for this document?","Question",{"text":77,"@type":78},"The primary audience is local school personnel responsible for educating students with disabilities. 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